Diversity in the classroom
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Differentiated instruction aims to provide equal opportunities for all learners by reaching students through their individual ways of knowing and styles of learning. This can be achieved through constructivism, inquiry-based learning, and using ethnomathematics, which shows the connection between math and culture. An effective classroom uses problem-based learning with multiple entry points for problems and planned differentiated tasks. Teachers provide small group instruction to help all students engage with the material.
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Diversity in the classroom
- 2. Reaching all Learners Equal Opportunities By “every child” we mean every child- no exceptions
- 3. Ethnomathematics in the Classroom “Constructivism, inquiry learning, and ethnomathematics allow students to enter the learning process according to their ways of knowing, prior knowledge, and learning styles. Ethnomathematics also shows the relationship between mathematics and cultural anthropology.” Saskatchewan Mathematics’ Curriculum
- 4. A Problem-Based Classroom Problems should have multiple entry points Planned differentiate tasks Small group instruction
- 6. N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically) by: • representing • describing • comparing two numbers • ordering three or more numbers.
- 8. Your turn to share with each other.